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L Lashley

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.5 (1), January, 2018
Available online at
Article ID:/18/EPRR/001/19 pages
Author(s) retain the copyright of this article. Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.

Original Research Article

A comparative study between cognitive and behavioral approaches toward students academic performance in region no.5 in postcolonial Guyana

Lidon Lashley1,2

1Department of Foundation and Education Management, Faculty of Education and Humanities, University of Guyana.
2Commonwealth Scholar 2017/Research Student -University of Roehampton, UK

Author’s Email: lidon_lashley(at)

Tel: + (592) 609189 /
+ 44 7496187260

date Received: December 15, 2017     date Accepted: January 19, 2018     date Published: January 31, 2018


This study was undertaken to analyze the effectiveness of the cognitive and behaviourist approach to behaviour management in Guyana’s mainstream elementary schools from an educationist perspective. It analyzed how the Challenging Behaviours can disrupt the learning of the individual learner exerting the behaviour and other learners in the same classroom. In addition, this study attempted to provide an adaptable approach/model for teachers and learners to deal with Challenging Behaviours. The Quasi Experimental, Non Equivalent Control Group design was employed for this study. The instruments which were used for data collection were a teacher made test, observational checklist and a model of cognitive approach to behaviour management. The reliability coefficient of the instrument was 0.846, significance at alpha 0.01. The data were analyzed using descriptive and inferential statistics (t-test, and ANOVA). The findings of the study indicated that: There was a significant difference between the academic performance and occurrences of Challenging Behaviours of learners who were guided using the cognitive approach and those who were guided using the behaviourist approach. In addition, the introduced cognitive approach to behaviour management was very effective in minimizing the occurrences of Challenging Behaviours. It was concluded from the findings that mainstream teachers should use more cognitive approach to behaviour management in their classroom. These approaches improve behaviour management independently in learners.

Key words: Behaviour management, challenging behaviour, cognitive approach to behaviour management, behaviourist approach to behaviour management, class deliberation